A 2025 systematic review of teacher emotion regulation and well-being: implications for student engagement, learning outcomes, and professional development in EFL contexts

These findings underscore the importance of embedding emotion regulation training into teacher education programs, institutional policies, and reflective practice, establishing it not merely as a personal coping mechanism but as a foundational professional competency with direct implications for instructional quality and student outcomes. Future longitudinal and culturally contextualized research is needed to further elucidate these cascading mechanisms, ultimately informing more effective supports for teachers and learners in linguistically diverse classrooms.